Journal of Experimental Child Psychology最新文献

The wind in the willows effect: Does age affect human versus animal faux pas recognition? 风吹杨柳效应年龄是否会影响人类与动物的假动作识别？

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-11-02 DOI: 10.1016/j.jecp.2024.106116

{"title":"The wind in the willows effect: Does age affect human versus animal faux pas recognition?","authors":"","doi":"10.1016/j.jecp.2024.106116","DOIUrl":"10.1016/j.jecp.2024.106116","url":null,"abstract":"<div><div>Children’s literature is rife with anthropomorphic or non-human characters that may be used as a scaffold to teach children about theory of mind (ToM) or the ways in which people think or feel about the social world. In this study, 107 typically developing U.K. school children in Years 1, 3, and 5 (5–10 years of age) completed a human and anthropomorphic ToM test that tested their understanding of faux pas. Specifically, children from these three age groups were given a human version of 20 faux pas stories and an identical animal version of the same stories 1 week apart (with counterbalancing between classes). Pairwise comparison showed that participants in Year 1 did significantly better on the animal ToM test compared with the human ToM test, matching ToM scores of children in Year 3. On the human version of the task, there was a clear progression in age-related ToM abilities, with older children outperforming younger children and improving when the stories were human rather than anthropomorphic. Implications and future directions are discussed, in line with theories of species specialization and the importance of anthropomorphism for children.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142569901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Children’s arithmetic strategy use trajectories: Exploring the roles of executive functions and sociodemographic characteristics 儿童运算策略的使用轨迹：探索执行功能和社会人口特征的作用。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-10-30 DOI: 10.1016/j.jecp.2024.106109

{"title":"Children’s arithmetic strategy use trajectories: Exploring the roles of executive functions and sociodemographic characteristics","authors":"","doi":"10.1016/j.jecp.2024.106109","DOIUrl":"10.1016/j.jecp.2024.106109","url":null,"abstract":"<div><div>Although young children often use counting to solve arithmetic problems, over time they move toward more efficient strategies such as direct retrieval and decomposition. Strategy selection has longitudinal associations with children’s math achievement. Existing research indicates that children’s executive functions (EFs) support inhibiting unnecessary strategies and adaptively switching between strategies. Moreover, research has documented gender differences in strategy use, but prior literature does not account for the contributions of socioeconomic factors in children’s strategy trajectories. The current study examined the unique roles of preschoolers’ EFs, gender, household income, and maternal education for the trajectories of strategy use on arithmetic problems across early elementary school. Preschoolers’ EFs were assessed at 5 years 3 months of age, and children completed addition and subtraction problems in first, second, and third grades. Children’s strategies were categorized as retrieval, counting, decomposition, and sign flipping. Results indicated that children with higher EFs were more likely to use retrieval and sign flipping in first grade compared with children with lower EFs, and this advantage was maintained into third grade. Boys used more retrieval and decomposition, whereas girls used more counting strategies, in first grade, and this pattern held longitudinally. Finally, children whose mothers had more years of education were likely to use decomposition and sign flipping in first grade, with an advantage through third grade. Overall, the current study sheds light on how cognitive and sociodemographic factors differentially contribute to children’s accurate strategy use, with implications for how to best target early interventions to support children’s math achievement.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effects of phonological and semantic similarity on early referent identification 语音和语义相似性对早期指代识别的影响

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-10-29 DOI: 10.1016/j.jecp.2024.106112

{"title":"The effects of phonological and semantic similarity on early referent identification","authors":"","doi":"10.1016/j.jecp.2024.106112","DOIUrl":"10.1016/j.jecp.2024.106112","url":null,"abstract":"<div><div>Language processing encompasses a sophisticated interplay of phonological (sound-based) and semantic (meaning-based) processes. This intricate interaction develops progressively during early language acquisition. It involves not only the addition of new words to the child’s vocabulary but also the evolving organization of lexico-semantic networks. The aim of the current research was to investigate how young children navigate the complexities of word relationships, with a focus on the interplay between phonological similarity and semantic relatedness. A preferential looking experiment was conducted involving 73 participants divided into two age groups, with 39 aged 18 months and 34 aged 24 months. The experimental design involved auditory presentation of target words together with pairs of target and distractor images that systematically varied the phonological and semantic similarity between the pairs. The results showed a significant developmental progression in young children’s phonological and semantic processing abilities. At 18 months, children predominantly responded to phonological cues, displaying challenges in distinguishing between phonologically similar words regardless of semantic context. By 24 months, there was an evident sensitivity to both phonological and semantic cues. This age group especially showed processing difficulties with words that were both phonologically similar and semantically related, suggesting a more complex integration of lexico-semantic networks. These findings underscore the pivotal role of phonological processing in early language acquisition and point to the gradual integration of semantic relationships into children’s lexicons.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142540347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Early Motor Questionnaire facilitates the remote assessment of normative motor development in infancy and toddlerhood 早期运动问卷有助于远程评估婴幼儿时期的正常运动发育情况

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-10-29 DOI: 10.1016/j.jecp.2024.106114

{"title":"The Early Motor Questionnaire facilitates the remote assessment of normative motor development in infancy and toddlerhood","authors":"","doi":"10.1016/j.jecp.2024.106114","DOIUrl":"10.1016/j.jecp.2024.106114","url":null,"abstract":"<div><div>This study investigated the utility of the Early Motor Skills Questionnaire–Extended Version (EMQ-X). Participants included 165 children who were participating in the Brain and Early Experience study, which is a prospective longitudinal study of children followed across the first 5 years of life. Parent-reported motor skills were moderately associated with other aspects of children’s development (temperament and gesture use) and experience (exposure to learning materials), with <em>r</em>s ≈ .25 to .45. Children’s gross motor, fine motor, and perception action subscales exhibited strong internal consistency and pronounced developmental changes across the first 3 years of life, with greater rates of linear change in infancy compared with toddlerhood. Longer gestational age was associated with higher initial levels of motor skills, and prenatal exposure to smoking was associated with slower rates of motor skill acquisition; these effects were comparable for the gross motor, fine motor, and perception action subscales. The EMQ-X is an efficient tool for measuring children’s motor skills and may be of special interest for use in studies where performance-based assessments are not feasible.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142540348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effects of ostracism on preschoolers’ over-imitation behaviors 排斥对学龄前儿童过度模仿行为的影响。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-10-28 DOI: 10.1016/j.jecp.2024.106110

{"title":"The effects of ostracism on preschoolers’ over-imitation behaviors","authors":"","doi":"10.1016/j.jecp.2024.106110","DOIUrl":"10.1016/j.jecp.2024.106110","url":null,"abstract":"<div><div>Overimitation represents an early developing behavior implicated in the emergence of learning, affective, and social competences. Adult overimitation is heavily affected by contextual variables such as social ostracism, the experience of being ignored by others in a social context, an experience that threatens several psychological needs, inducing the urge to reaffiliate with a social group to restore the original state of well-being. Yet, the impact of social ostracism on overimitation in children remains unclear. This study explored how a face-to-face triadic inclusive/ostracizing ball-tossing game affects overimitation in predominantly White 3-year-old children (<em>n</em> = 43, 53.4% boys) and 5-year-old children (<em>n</em> = 43, 41.8% boys). Results showed that preschoolers are highly affected by social ostracism experiences, with both age groups displaying decreased positive emotionality and heightened negative emotionality when ostracized. Despite this continuity in the affective and behavioral reactions toward social exclusion, imitation fidelity is differently affected by first-person ostracism; the 3-year-olds imitated more when ostracized, whereas the 5-year-olds did so when included, signaling a developmental difference between the strategy repertoire at different ages. Overall, the current findings shed light on the social influences driving preschoolers’ overimitation behaviors, emphasizing the importance of investigating social mechanisms underlying imitation and young children’s social cognition development.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developmental trajectories of motor imagery in relation to physical fitness in children aged 7 to 14 years: A 1-year follow-up study 运动想象与 7 至 14 岁儿童体能的发展轨迹：为期一年的跟踪研究。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-10-25 DOI: 10.1016/j.jecp.2024.106115

{"title":"Developmental trajectories of motor imagery in relation to physical fitness in children aged 7 to 14 years: A 1-year follow-up study","authors":"","doi":"10.1016/j.jecp.2024.106115","DOIUrl":"10.1016/j.jecp.2024.106115","url":null,"abstract":"<div><div>Motor imagery (MI) is fundamentally linked to the motor system. It improves motor learning and optimizes motor actions without physical execution, highlighting its unique role in rehabilitation programs and motor performance. Understanding the developmental trajectories of MI and the factors influencing its variability across ages could enable more effective, age-specific strategies for pediatric rehabilitation. This study assessed 65 children aged 7 to 14 years at two time points 1 year apart. MI ability was assessed using the Movement Imagery Questionnaire for Children, and physical fitness was evaluated using the SLOfit testing battery. Among the three perspectives assessed; internal visual imagery (IVI), external visual imagery (EVI), and kinesthetic imagery (KI), KI was unique in not correlating with age at both time points. The development of MI perspectives varied between athletes and non-athletes, with non-athletes showing a decline in IVI compared with athletes. This differential was further evidenced by significant differences in KI between the groups at the second assessment, with a similar trend observed at the first assessment. Of the physical fitness tests, only the 600-m run correlated consistently with KI at both assessments. Our findings suggest that regular participation in sports significantly affects KI performance, highlighting the importance of sports participation for the development of MI abilities in children. Future research should examine additional assessment points in different age groups and sport experience to better understand the development of MI and its potential implications for pediatric rehabilitation.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Monocular gap stereopsis in infants 婴儿的单眼间隙立体视。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-10-23 DOI: 10.1016/j.jecp.2024.106107

{"title":"Monocular gap stereopsis in infants","authors":"","doi":"10.1016/j.jecp.2024.106107","DOIUrl":"10.1016/j.jecp.2024.106107","url":null,"abstract":"<div><div>In monocular gap stereopsis, one eye perceives a complete rectangular surface while the other eye perceives two small adjacent rectangular surfaces separated by a narrow vertical gap. Our visual system interprets the difference caused by the unmatched monocular images as a depth difference between two small rectangles. In a spontaneous visual preference study, it was asked whether participants aged 4 months responded to the depth effect generated by a monocular gap. Two experimental conditions were conducted. In one (large outer edge disparity condition), the monocular depth effect was twice as strong as in the other one (small outer edge disparity condition), according to the experimental research with adult participants conducted by Pianta and Gillam (2003, <em>Vision Research,</em> Vol. 43, pp. 1937–1950). In both conditions, it was tested whether the stimulus bearing monocular gap stereopsis was preferred over a comparison stimulus without depth. According to the results, the participants preferred looking at the stimulus with monocular stereopsis in the large outer edge disparity condition over doing so in the small outer edge disparity condition. Moreover, the difference between experimental conditions was significant; that is, the infants displayed a stronger spontaneous preference in the condition with the large outer edge disparity than in the condition with the small outer edge disparity. These findings provide evidence to suggest that infants aged 4 months are able to respond to monocular vertical gap information.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Linking parents’ play strategies with their preschoolers’ STEM skills: The mediating roles of child STEM talk and self-regulated learning 将父母的游戏策略与学龄前儿童的 STEM 技能联系起来：儿童 STEM 谈话和自我调节学习的中介作用。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-10-19 DOI: 10.1016/j.jecp.2024.106095

{"title":"Linking parents’ play strategies with their preschoolers’ STEM skills: The mediating roles of child STEM talk and self-regulated learning","authors":"","doi":"10.1016/j.jecp.2024.106095","DOIUrl":"10.1016/j.jecp.2024.106095","url":null,"abstract":"<div><div>Previous studies document associations between parents’ use of guided-play strategies and children’s STEM (science, technology, engineering, and math) skills. We extend existing research by exploring mediating mechanisms that may account for these links. Parents played with their preschool children (<em>N</em> = 75; 49% girls and 51% boys; 94% White, 3% Black, 1% biracial, 1% Asian, and 1% Native American; <em>M</em><sub>age</sub> = 4.82 years) in undertaking a building challenge. Videotaped play was coded for parents’ guiding STEM talk (density of math, spatial, and scientific inquiry language) and management strategy (high vs. low directiveness). Mediators included children’s STEM talk during play and self-regulated learning (assessed by executive function tests and examiner’s ratings of children’s task orientation). Structural equation models confirmed hypothesized mediated paths from parent STEM talk to child math (but not spatial) skills via child STEM talk and from parent STEM talk and directiveness to child math and spatial skills via child self-regulated learning. We discuss implications for future research and intervention design.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Word form generalization across voices: The role of infant sleep 跨声音的词形泛化：婴儿睡眠的作用

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-10-18 DOI: 10.1016/j.jecp.2024.106106

{"title":"Word form generalization across voices: The role of infant sleep","authors":"","doi":"10.1016/j.jecp.2024.106106","DOIUrl":"10.1016/j.jecp.2024.106106","url":null,"abstract":"<div><div>Infant sleep plays a crucial role in various aspects of language development, including the generalization of visual and auditory stimuli. The relative role of daytime naps and nocturnal sleep in these memory generalization processes is debated, with some studies observing significant generalization following a post-encoding nap and others observing it following nocturnal sleep, but only in cases where a post-encoding nap had occurred on the previous day. We conducted an online experiment with 8-month-old infants to determine whether a nap immediately following auditory exposure to words spoken by one talker enhances infants’ recognition of the same word forms produced by a different talker (i.e., word form generalization). This ability involves the extraction of constant auditory features from a pool of variable auditory instances and thus is an example of memory generalization. Results revealed a significant increase in word form generalization after a night’s sleep, specifically in infants who napped shortly after initial exposure to the words. This study provides the first evidence for the combined role of post-encoding naps and nocturnal sleep in phonological learning across different acoustic contexts. Phonological learning is frequently overlooked in research about word learning; however, prior to a child’s ability to associate words and their meanings and to use language referentially they must first encode and access the phonological forms of words and recognize them in running speech. Therefore, the findings from this study contribute significantly to our understanding of vocabulary acquisition by highlighting the importance of daytime naps in phonological learning.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142444978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Thinking about thinking: A longitudinal investigation linking developments in metacognition, inhibitory control, and theory of mind 关于思考的思考将元认知、抑制控制和思维理论的发展联系起来的纵向调查

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-10-17 DOI: 10.1016/j.jecp.2024.106103

引用次数: 0